Examination has become a determinant of what is known rather than a measure of what has been learnt. The narrow log-frame approach to evaluation currently prevailing is limiting and may even inhibit the potential of students. The present evaluation system does not do justice to the overall objective of education. In the present education system, evaluation is done by a small group of people or in a mechanical fashion through grading of responses. Thus, there is a need to find new, different and creative ways to test the knowledge gained by students, more so in the light of DESD – to find out if the processes that we see as essential to education for sustainable development, have in fact taken place. There exists a need for finding a more comprehensive and continuous approach.
CEE intends undertaking projects for measuring, monitoring and reviewing examination systems for a positive transformation to take effect. This is in concurrence with the National Curriculum Framework (NCF) 2005, which tries to abandon the emphasis on examination as the only means of evaluation and advocates the need for “knowledge to emerge as the outcome of the child's own activity”.